Student Individual Learning Plan. Galway Adult Basic Education Service Ionad na Gaillimhe d Oideachas Bunata Aosach

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1 Student Individual Learning Plan Galway Adult Basic Education Service Ionad na Gaillimhe d Oideachas Bunata Aosach

2 Contents Page Introduction 2 Individual Learning Plan 3 Short-term Plan: First Stage 4 Activities, Texts, Achievements 5 Short-term Review: First Stage 7 Short-term Plan: Second Stage 12 Activities, Texts, Achievements 13 Short-term Review: Second Stage 15 Short-term Plan: Third Stage 21 Activities, Texts, Achievements 22 Short-term Review: Third Stage 24 End Of Course Review 31 Galway Adult Basic Education Service Mayoralty House, Flood Street, Galway A Learning Life Page 1

3 INTRODUCTION Individual Learning Plan A learning plan is a document which states your goal, outlines the plan or strategy to progress towards that goal, and records significant moments along that journey, such as a particular text that you have read, or a particular achievement, such as getting a promotion at work. It will be kept up to date by you and your tutor. You and the tutor will also record changes or progress in particular skills in reading, writing and numeracy. Initial Assessment You don t need to worry; we won t be giving you any school-type tests when you arrive. We will have an informal chat and talk about your background, your work, your hobbies, and how you use reading, writing and everyday maths in your daily life, or how you would like to use them. Goals People who come to adult basic education classes always have some sort of goal. For example, they may want to read and write for work, or just for enjoyment (reading the papers and novels). They may want to keep in contact with family and friends who have moved away, either by letter or by , or they may simply want to become more confident. This goal or target is central to the learning plan and both you and your tutor will base most of the work you do in class around that goal. For example, if you want to improve your writing because you have to take phone messages at work, such activities will be practised in class. Short-Term Plan and Long-Term Plan When we speak of long-term, we are referring usually to a period of six months or more in which you move or progress towards achieving your goal. In the mean-time you and your tutor will set out short-term plans of 4 to 12 weeks in which you set yourself a specific target for example, reading the signs and notices around town, reading health and safety notices at work, reading short newspaper articles, writing short letters, writing short work reports, filling-in shorts forms or doing some calculations of the area of a room or a garden. Both you and the tutor will also decide ways (strategies) of achieving your short-term goal or target. Levels From your initial meeting with us, we will place you at a certain level with regard to reading, writing and numeracy. Our aim is to avoid as much as possible testing and scoring, but it is a good idea to see what level you are at initially, so that you can see how you progress over time. Once you start working with the tutor you can both look at how you are progressing and adjust the levels at the end of the short-term plan Activities, Texts, Achievements There is a space for recording the activities you engage in and the texts you use both in class and at home, and any particular achievement you may wish to record. It would be a good idea to record the date next to the diary-type entry. At the end of the year you can look back and see exactly where and how you progressed and identify which activities, texts or achievements were most significant for you during the course. Additional Notes In this section you can take note of anything else that you wish to record. End of Course Review At the end of your course you and your tutor can review the progress you have made during the year. The tutor or the adult literacy organizer will advise you about further courses you can take. Kieran Harrington, September 07 A Learning Life Page 2

4 Individual Learning Plan Name Date of Interview Initial Assessment Summary Level Reading Writing Numeracy Listening and speaking Confidence Notes: Contextual assessment Level Context Texts Language Confidence Learning Notes: Long Term Goal: A Learning Life Page 3

5 SHORT-TERM PLAN: FIRST STAGE Short-Term Goal: General Strategy: Specific strategies Reading Writing Numeracy Listening and speaking Context Texts Language Confidence Learning Student: Tutor: Start date: Review date: A Learning Life Page 4

6 Activities, Texts, Achievements Date A Learning Life Page 5

7 Activities, Texts, Achievements Date A Learning Life Page 6

8 Short-Term Review: First Stage Reading I can read all the letters in the alphabet I can recognise/read small words/signs I can read a sentence in posters, etc I can guess at the meaning of a basic sentence I can follow written instructions in recipes, packets, etc I can read a timetable, TV listing, use a dictionary Writing I can write my name and address I can write a list of shopping items I can write a postcard I can fill in a form I can use basic punctuation (full stop, comma) I can spell longer words (non-construct words) Numeracy I can recognise basic numbers I can understand words used with numbers I can add and subtract small numbers I understand the symbols used in maths I can multiply and divide I can use percentages A Learning Life Page 7

9 Listening and Speaking I can respond to requests for personal information I can ask basic questions to gain information I can follow oral instructions to complete a task I can express an opinion clearly I can extract the main ideas from a variety of spoken sources I can tell a story or recount an experience Confidence: reading I am confident about following signs in a public place I am confident about reading the calendar, days and months, etc I am confident about reading basic instructions in a public place I am confident about looking up a phone number in a public place I am confident about checking/reading my own writing I am confident about reading a timetable in a public place I am confident about using an ATM machine I am confident about reading a text message Confidence: writing I am confident about signing my name/address in a public place, laser receipt, etc I am confident about signing a money withdrawal in a public place I am confident about filling out forms in a public place I am confident about writing a message from somebody I am confident with my handwriting I am confident about writing documents for work I am confident about writing a personal letter I am confident about writing a text message A Learning Life Page 8

10 Confidence: numbers I am confident about counting money in a public place I am confident about using the 24 hour clock I am confident about calculating change I am confident about calculating percentages in a public place. I am confident about calculating, spaces, areas, weights at work and when shopping Level: Level Increase: Comment: Confidence: listening and speaking I am confident about listening to or giving basic instructions I am confident about asking questions or being asked questions I am confident about listening to an explanation or reading or giving an explanation I am confident about reading aloud in front of other people Level: Level increase: Comment Context Schematic knowledge Self-awareness Confidence Other comments A Learning Life Page 9

11 Texts Text types Staging of text Confidence Other comments: Language Vocabulary Grammar Register Confidence Other comments: A Learning Life Page 10

12 Confidence relevant to learning goal I am confident about I am confident about I am confident about Level: Level increase: Comment Other comments: Learning Awareness Learning style Attendance I prefer to work in 1:1 I prefer to work in a group Learner autonomy Level: Level Increase Comment: Recommendations/Further Action: Student: Tutor: Date: A Learning Life Page 11

13 SHORT-TERM PLAN: SECOND STAGE Short-Term Goal: General Strategy: Specific strategies Reading Writing Numeracy Listening and speaking Context Texts Language Confidence Learning Student: Tutor: Start date: Review date: A Learning Life Page 12

14 Activities, Texts, Achievements Date A Learning Life Page 13

15 Activities, Texts, Achievements Date A Learning Life Page 14

16 Short-Term Review: Second Stage Reading I can read all the letters in the alphabet I can recognise/read small words/signs I can read a sentence in posters, etc I can guess at the meaning of a basic sentence I can follow written instructions in recipes, packets, etc I can read a timetable, TV listing, use a dictionary Writing I can write my name and address I can write a list of shopping items I can write a postcard I can fill in a form I can use basic punctuation (full stop, comma) I can spell longer words (non-construct words) Numeracy I can recognise basic numbers I can understand words used with numbers I can add and subtract small numbers I understand the symbols used in maths I can multiply and divide I can use percentages A Learning Life Page 15

17 Listening & Speaking I can respond to requests for personal information I can ask basic questions to gain information I can follow oral instructions to complete a task I can express an opinion clearly I can extract the main ideas from a variety of spoken sources I can tell a story or recount an experience Confidence: reading I am confident about following signs in a public place I am confident about reading the calendar, days and months, etc I am confident about reading basic instructions in a public place I am confident about looking up a phone number in a public place I am confident about checking/reading my own writing I am confident about reading a timetable in a public place I am confident about using an ATM machine I am confident about reading a text message Confidence: writing I am confident about signing my name/address in a public place, laser receipt, etc I am confident about signing a money withdrawal in a public place I am confident about filling out forms in a public place I am confident about writing a message from somebody I am confident with my handwriting I am confident about writing documents for work I am confident about writing a personal letter I am confident about writing a text message A Learning Life Page 16

18 Confidence: numbers I am confident about counting money in a public place I am confident about using the 24 hour clock I am confident about calculating change I am confident about calculating percentages in a public place. I am confident about calculating, spaces, areas, weights at work and when shopping Level: Level Increase: Comment: Confidence: listening and speaking I am confident about listening to or giving basic instructions I am confident about asking questions or being asked questions I am confident about listening to an explanation or reading or giving an explanation I am confident about reading aloud in front of other people Level: Level increase: Comment Context Schematic knowledge Self-awareness Confidence Other comments A Learning Life Page 17

19 Texts Text types Staging of text Confidence Other comments: Language Vocabulary Grammar Register Confidence Other comments: A Learning Life Page 18

20 Confidence relevant to learning goal I am confident about I am confident about I am confident about Level: Level increase: Comment Other comments: Learning Awareness Learning style Attendance I prefer to work in 1:1 I prefer to work in a group Learner autonomy Level: Level Increase Comment: Recommendations/Further Action: Student: Tutor: Date: A Learning Life Page 19

21 Additional Notes A Learning Life Page 20

22 SHORT-TERM PLAN: THIRD STAGE Short-Term Goal: General Strategy: Specific strategies Reading Writing Numeracy Listening and speaking Context Texts Language Confidence Learning Student: Tutor: Start date: Review date: A Learning Life Page 21

23 Activities, Texts, Achievements Date A Learning Life Page 22

24 Activities, Texts, Achievements Date A Learning Life Page 23

25 Short-Term Review: Third Stage Reading I can read all the letters in the alphabet I can recognise/read small words/signs I can read a sentence in posters, etc I can guess at the meaning of a basic sentence I can follow written instructions in recipes, packets, etc I can read a timetable, TV listing, use a dictionary Writing I can write my name and address I can write a list of shopping items I can write a postcard I can fill in a form I can use basic punctuation (full stop, comma) I can spell longer words (non-construct words) Numeracy I can recognise basic numbers I can understand words used with numbers I can add and subtract small numbers I understand the symbols used in maths I can multiply and divide I can use percentages A Learning Life Page 24

26 Listening and Speaking I can respond to requests for personal information I can ask basic questions to gain information I can follow oral instructions to complete a task I can express an opinion clearly I can extract the main ideas from a variety of spoken sources I can tell a story or recount an experience Confidence: reading I am confident about following signs in a public place I am confident about reading the calendar, days and months, etc I am confident about reading basic instructions in a public place I am confident about looking up a phone number in a public place I am confident about checking/reading my own writing I am confident about reading a timetable in a public place I am confident about using an ATM machine I am confident about reading a text message Confidence: writing I am confident about signing my name/address in a public place, laser receipt, etc I am confident about signing a money withdrawal in a public place I am confident about filling out forms in a public place I am confident about writing a message from somebody I am confident with my handwriting I am confident about writing documents for work I am confident about writing a personal letter I am confident about writing a text message A Learning Life Page 25

27 Confidence: numbers I am confident about counting money in a public place I am confident about using the 24 hour clock I am confident about calculating change I am confident about calculating percentages in a public place. I am confident about calculating, spaces, areas, weights at work and when shopping Level: Level Increase: Comment: Confidence: listening and speaking I am confident about listening to or giving basic instructions I am confident about asking questions or being asked questions I am confident about listening to an explanation or reading or giving an explanation I am confident about reading aloud in front of other people Level: Level increase: Comment Context Schematic knowledge Self-awareness Confidence Other comments A Learning Life Page 26

28 Texts Text types Staging of text Confidence Other comments: Language Vocabulary Grammar Register Confidence Other comments: A Learning Life Page 27

29 Confidence relevant to learning goal I am confident about I am confident about I am confident about Level: Level increase: Comment Other comments: Learning Awareness Learning style Attendance I prefer to work in 1:1 I prefer to work in a group Learner autonomy Level: Level Increase Comment: Recommendations/Further Action: Student: Tutor: Date: A Learning Life Page 28

30 Additional Notes A Learning Life Page 29

31 Additional Notes A Learning Life Page 30

32 End of Course Review Reading Writing Numeracy Listening and speaking Confidence: reading Confidence: writing Confidence: numbers Confidence: listening and speaking Level: Level Increase: Comment: Notes: Level Level increase Contextual assessment Level Level increase Context Texts Language Confidence with relevance to learning goal Learning Level: Level Increase: Comment: Notes: Recommendations and suggestions for further progress: Student: Tutor: Date: A Learning Life Page 31

33 Additional Notes A Learning Life Page 32

34 Galway Adult Basic Education Service Ionad na Gaillimhe d Oideachas Bunata Aosach November 2012 Swift Print & Design

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